The portfolio presents evidence of the skills and competencies I have acquired as a student in the Instructional Systems and Learning Technologies (ISLT) Master’s program as well those used in professional settings. It also represents work that supports my career and professional goals and areas of interest.
The portfolio represents mastery of specific skills from each of the categories of the ISLT Master of Science competency list. It includes work products, deliverables, and artifacts that best illuminate my skills within these areas. In addition, it includes detailed descriptions and annotations on how the works supports those competencies as well as a reflection of my professional experience and career goals. The Appendix highlights the specific ISLT competencies represented in the portfolio. All work was designed and created solely by myself, unless where contribution to a group work is indicated.
The works included here broadly represent competencies in each stage of the Instructional Design process. For example, the project Performance Systems Analysis: City of Tallahassee Community Human Services Partnership Program illustrates an example of learner and context analysis, and the project Unit of Instruction: The Law of Supply and Demand illustrates the design of instruction stage. The instructional video Time Value of Money demonstrates the development of instructional materials, and the Introduction to Macroeconomics Online Course Redesign project proposes a plan for instructional implementation. Finally, the projects Unit of Instruction: The Law of Supply and Demand and Data Analysis: Digital Product Sales in a Higher Education Publishing Company demonstrate the gathering and analysis of data, as well as formative evaluation to continuously improve the quality and effectiveness of instruction.
In addition, the portfolio represents personal and professional communication, and management skills. The project Small-Group Cooperative Activity Design: The Reluctant Collaborator demonstrates a high level of collaboration and personal interaction, and Performance Systems Analysis: City of Tallahassee describes a detailed project and stakeholder management plan.
The portfolio represents competencies in the field of eLearning for Education, as well in Human Performance Technology. In my current role as Instructional Designer, Florida Atlantic University, I draw upon the knowledge and skills acquired in the ISLT program to analyze, design, implement, and evaluate high-quality online course and programs, and to effectively collaborate with stakeholders, subject matter experts, and faculty partners.
One of my professional goals is to expand my professional experience further into instructional design for corporate learning and development, either in a full-time capacity or as a Consultant. To that end I have chosen projects over the course of my studies that identify problem areas for businesses (as well as opportunities), and demonstrate the processes for identifying and developing effective solutions and interventions. The portfolio represents several solutions for businesses including the Consultative Sales Training Tutorial the Performance Systems Analysis: City of Tallahassee, and Data Analysis: Digital Product Sales in a Higher Education Publishing Company.
A personal Website (created in WordPress) was chosen as the best medium and platform for presenting the portfolio. It was designed to be intuitive and easy to navigate. The main areas of the Website are accessible via the horizontal navigation on top. The statement of career and professional goals Is front and center on the home page of the Website, including my resume. There are sections for the Executive Summary and Program of Study. Competencies has its own section (with subsections for each competency), and this is the focus of the portfolio. Several subsections also contain multiple pages, accessible via the page buttons at the top of the subsection pages.
Finally, the portfolio demonstrates the use of a wide range of technologies, tools, and techniques including audio and video editing, animation, image editing and graphic design, Website design, podcasting, and collaboration tools.
Reflecting on the work I have done throughout the ISLT program has helped me to synthesize the components of my work into a unified narrative, and to evaluate my past successes and shortcomings. Of course, there are things I would have done differently. But in general, I think the portfolio reflects not only where I am today but a path forward to the future.
Tim Ries
March 2021
Appendix
Below I have emphasized the competencies represented in the portfolio:
Communication Skills
- Communicate effectively in written, oral, and visual formats.
- Produce clear, concise, and grammatically correct messages.
- Produce visuals that adhere to the principles of message design.
- Deliver effective and engaging presentations.
- Facilitate meetings to achieve agenda and goals.
- Use appropriate tools to communicate with learners, clients, and other stakeholders.
- Apply effective questioning and facilitation techniques.
- Practice active listening.
Analysis Skills
- Analyze learning and performance problems to recommend appropriate solutions.
- Use a variety of analysis practices such as performance system analysis, needs assessment, goal, task, learner, and context analysis.
- Use appropriate data collection methods and tools to conduct analyses.
- Determine subordinate and prerequisite knowledge and skills.
- Analyze content from a variety of human and non-human sources.
- Use analytics to address learning and performance questions.
- Estimate costs and benefits for proposed solutions.
- Write analysis reports and disseminate findings to stakeholders.
Design Skills
- Apply learning theory and systems thinking to design practice.
- Design interventions to address learning and performance.
- Design a curriculum, program, or learning solution.
- Work with subject-matter experts and other team members to design interventions.
- Align outcomes, strategies, and assessments.
- Generate appropriate instructional strategies and activities.
- Apply interaction design principles.
- Design assessments to measure learning and performance.
- Identify the scope and sequence for instructional solutions.
- Use visual design principles appropriately.
- Generate design documents and disseminate findings to stakeholders.
- Select, modify, or create effective design models.
- Provide a rationale for design decisions.
Technology and Media Skills
- Select and use appropriate technology and media for specific outcomes.
- Develop instructional materials using a variety of media (e.g., print, audio-visual, multimedia).
- Develop and use web-based instruction, e-learning, social media, and content management tools.
- Analyze the characteristics of existing and emerging technology.
- Use technology correctly for professional communication purposes.
- Use technology tools in the design process.
- Analyze the cost and benefit of technology and media use.
- Provide a rationale for technology and media decisions.
Evaluation and Research Skills
- Design and develop formative and summative evaluation plans.
- Conduct a formative evaluation of an instructional intervention.
- Write a proposal for a program evaluation.
- Apply appropriate qualitative and quantitative data collection methods.
- Construct valid and reliable data collection tools.
- Collect, analyze, and summarize data.
- Develop a communication, implementation, and monitoring plan.
- Manage the evaluation process.
- Generate evaluation reports and disseminate findings to stakeholders.
- Provide a rationale for evaluation decisions.
Management Skills
- Develop a management plan.
- Generate a budget.
- Allocate resources.
- Establish project scope and goals.
- Write proposals to obtain resources.
- Identify and resolve management issues
- Manage project personnel.
- Collaborate with team members, clients, and stakeholders.
- Use appropriate management tools.
Personal and Interpersonal Skills
- Collaborate effectively with others.
- Give and receive constructive feedback.
- Build positive relationships with team members, clients, and other stakeholders
- Recognize and accommodate individual and cultural differences.
- Adhere to legal guidelines and ethical standards of the profession.
- Stay current about advances in instructional systems and learning technology.
Tim Ries 